2017 Scoring Materials Math g8

8MA SLM-T
2017 Common Core

Mathematics Test
Grade 8
Scoring Leader Materials
Training Set
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Page 5
EXEMPLARY RESPONSE
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process
Page 6
GUIDE PAPER 1 Additional
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Score Point 2 (out of 2 points)

This response demonstrates a thorough understanding of the mathematical concepts in
the task. The equation is solved correctly using appropriate procedures.
Page 7
GUIDE PAPER 2
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the task. The equation is solved correctly using appropriate procedures.
Page 8
GUIDE PAPER 3
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the task. The equation is solved correctly using appropriate procedures. Providing the
solution as a repeating decimal is acceptable and correct.
Page 9
GUIDE PAPER 4
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This response demonstrates only a partial understanding of the mathematical concepts
in the task. The equation is solved correctly; however, the solution is truncated by not
providing the overline (vinculum) to indicate that the decimal repeats. The response
contains an incorrect solution but applies an appropriate process.
Page 10
GUIDE PAPER 5
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in the task. The equation is solved using appropriate procedures; however, the final
step of the work incorrectly evaluates 2 ÷ −6 = −3. The response contains an incorrect
solution but applies an appropriate process.
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GUIDE PAPER 6
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in the task. Like terms are correctly combined on each side of the equation; however,
sign errors occur when combining like terms across the equals sign resulting in the
incorrect equation −15x = 16. The response correctly addresses only some elements of
the task.
Page 12
GUIDE PAPER 7
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Holistically, this response is not sufficient to demonstrate even a limited
understanding of the mathematical concepts in the task. Although an attempt is made
to combine like terms, the work is incomplete and incorrect.
Page 13
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This response is not sufficient to demonstrate even a limited understanding of the
mathematical concepts in the task. The value 4 is inappropriately substituted for x
only in the left side of the equation and is incorrectly chosen as the solution.
Page 14
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Page 15
EXEMPLARY RESPONSE
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process
Page 16
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the task. The height of the cone is calculated correctly by equating the two volumes.
Page 17
GUIDE PAPER 2
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Page 18
GUIDE PAPER 3
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Page 19
GUIDE PAPER 4
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in the task. The two volumes are properly equated to determine the height of the cone;
however, the volume of the cylinder is calculated incorrectly with an extraneous
factor of 4⁄3 and the value of π is inappropriately approximated as 3.14. The response
correctly addresses only some elements of the task.
Page 20
GUIDE PAPER 5
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in the task. The volume of the cylinder is calculated correctly and the solution for the
height of the cone is correct; however, the work for the volume of the cone only
includes the general formula and the value of π is inappropriately approximated as
3.14. The response contains the correct solution but the required work is incomplete.
Page 21
GUIDE PAPER 6
53

in the task. The volume of the cylinder is calculated correctly; however, the work for
the volume of the cone drops the values π and h from the expression when
simplifying. The response contains the correct solution but the required work is faulty
or incomplete.
Page 22
GUIDE PAPER 7
53

understanding of the mathematical concepts in the task. Although the volume of the
cylinder is calculated correctly, the variable h is dropped when calculating the volume
of the cone. In addition, the values 28.26 and 9.42 are both misinterpreted as the
height of the cone in the work labeled “Evidence”, indicating a lack of understanding
that the height has a unique value. The two calculations in the “Evidence” are
incorrectly evaluated to the same result despite using different values for the height
and the resulting volume is contradictory to the previous work.
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understanding of the mathematical concepts in the task. The solution of 4 is correct;
however, only a transcription of the formulas from the reference sheet is shown. No
work is shown, therefore the response contains no support for the solution.
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Page 25
EXEMPLARY RESPONSE
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process
Page 26
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the task. The response completes the task correctly using mathematically sound
procedures.
Page 27
GUIDE PAPER 2
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procedures. Although no final statement of inequality is provided, the work is
sufficiently developed and correct to establish full understanding.
Page 28
GUIDE PAPER 3
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procedures. Although no final statement of inequality is provided, the work is
sufficiently developed and correct to establish full understanding.
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GUIDE PAPER 4
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in the task. The response provides a correct answer using mathematically sound
procedures; however, in the final step of the work the right side of the equations are
subtracted rather than added. The response correctly addresses only some elements of
the task.
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GUIDE PAPER 5
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in the task. The response provides a correct answer using mathematically sound
procedures; however, the first equation is rearranged into slope-intercept form
incorrectly. The response correctly addresses only some elements of the task.
Page 31
GUIDE PAPER 6
54

in the task. The substitution method is used appropriately to solve the system of
equations; however, the system is incorrectly solved as x = 7 rather than 0 = 7. This
incorrect x-value is then used to appropriately solve for the value of y. The response
contains an incorrect solution but applies an appropriate process.
Page 32
GUIDE PAPER 7
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mathematical concepts in the task. Although both equations are rearranged into slope-
intercept form, the work is not developed any further and the answer provided is
incorrect.
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mathematical concepts in the task. An attempt is made to use the elimination method
to solve the system of equations; however, numerous errors in the work demonstrate
no overall understanding of using the procedure correctly and the answer provided is
incorrect.
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Page 35
EXEMPLARY RESPONSE
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The slope of segment CA is BA ÷ CB = 1⁄3 and the slope of segment AD is

FD ÷ AF = 2⁄6 = 1⁄3. Both are 1⁄3 so the slope of line k between points C and D is
constant. Or other valid response
Page 36
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the task. The slope of line k is correctly shown to be constant using the leg lengths of
the triangles.
Page 37
GUIDE PAPER 2
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the triangles.
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GUIDE PAPER 3
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the triangles.
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GUIDE PAPER 4
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in the task. The slope of line k is correctly identified as constant; however, the
explanation does not sufficiently demonstrate how the values 1⁄3 and 2⁄6 are related to
the slope or the leg lengths of the triangles. The response addresses only some
elements of the task.
Page 40
GUIDE PAPER 5
55

in the task. The slope of line k is correctly shown to be constant; however, the
explanation does not sufficiently demonstrate how the value 1⁄3 relates to the leg
lengths of the triangles. The response addresses only some elements of the task.
Page 41
GUIDE PAPER 6
55

in the task. The slope of line k is identified as constant; however, the explanation does
not sufficiently link the slope to the leg lengths of the triangles using division. The
response addresses only some elements of the task.
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GUIDE PAPER 7
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mathematical concepts in the task. The slope of line k is incorrectly stated reciprocally
and it is not explained in relation to the leg lengths of the triangles.
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mathematical concepts in the task. The response incorrectly states that the slope of
line k is not constant.
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Page 45
EXEMPLARY RESPONSE
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Page 46
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the task. The rate of change and y-intercept of Function B are correctly calculated and
compared to Function L.
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GUIDE PAPER 2
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compared to Function L. The value of the rate of change of Function B is missing
from the explanation; however, it is clearly identified in the work. The omission is
inconsequential, and does not detract from the demonstration of understanding.
Page 48
GUIDE PAPER 3
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compared to Function L.
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GUIDE PAPER 4
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in the task. The rate of change of Function B is calculated correctly and the
explanation correctly compares the functions; however, the y-intercept of Function B
is calculated incorrectly. The response correctly addresses only some elements of the
task.
Page 50
GUIDE PAPER 5
56

in the task. The rate of change and y-intercept of Function B are correctly calculated
and compared to Function L; however, the explanation incorrectly includes the
variable x in the rates of change. The response correctly addresses only some
Page 51
GUIDE PAPER 6
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in the task. The rate of change of Function B is calculated correctly and the
explanation correctly compares the functions; however, the y-intercept of Function B
is calculated incorrectly and the explanation is weak (After that I saw Function L
being greater). The response correctly addresses only some elements of the task.
Page 52
GUIDE PAPER 7
56

mathematical concepts in the task. The response only addresses the changes in
x-values and y-values of Function B without taking their ratio to determine the rate of
change of the function. Function L and the y-intercepts of both functions are not
addressed.
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mathematical concepts in the task. The rate of change and y-intercept of Function B
are incorrect and have no supporting work. Although the comparison of the rates of
change is correct, the comparison of the y-intercepts is incorrect for the values shown.
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Page 55
EXEMPLARY RESPONSE
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process
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the task. The slope and y-intercept are correctly calculated and a correct equation is
provided.
Page 57
GUIDE PAPER 2
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provided.
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GUIDE PAPER 3
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provided.
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GUIDE PAPER 4
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in the task. The slope and y-intercept are correctly calculated; however, the solution
for the y-intercept is chosen incorrectly as the answer. The response contains an
incorrect solution but applies an appropriate process.
Page 60
GUIDE PAPER 5
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in the task. The slope is calculated correctly and used appropriately in an equation;
however, the y-intercept is not addressed. The response correctly addresses only some
Page 61
GUIDE PAPER 6
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in the task. The slope is calculated correctly; however, the y-intercept is not addressed
and an equation is not provided. The response correctly addresses only some elements
of the task.
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GUIDE PAPER 7
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understanding of the mathematical concepts in the task. Although the y-intercept is
correctly determined by extrapolating from the trend of the table, it is unclear if it is
understood as the y-intercept. The slope is not addressed and an equation is not
provided.
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mathematical concepts in the task. The slope and equation provided are incorrect and
are not supported by the work. The y-intercept is not addressed.
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Page 65
EXEMPLARY RESPONSE
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1
Similar triangles mean that Vcone  π r 2 h
CE AC 3
 so: 1
VACE  π  4  10 
2
BD AB
3
x 55 160
 VACE  π  167.551608
2 5 3
x4
1
VABD  π  2   5
2
3
20
VABD  π  20.94395
3
160 20 140
V  VACE  VABD  π π  π  146.607657
3 3 3
or other valid process
146.6
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the task. The volume of the new object is calculated correctly by subtracting the
volume of the smaller cone from the volume of the whole cone and the solution is
correctly rounded to the nearest tenth.
Page 67
GUIDE PAPER 2
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Page 68
GUIDE PAPER 3
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Page 69
GUIDE PAPER 4
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This response demonstrates a partial understanding of the mathematical concepts in
correctly rounded to the nearest tenth; however, there is no work to demonstrate how
the volume of the smaller cone was obtained. The response appropriately addresses
most, but not all aspects of the task.
Page 70
GUIDE PAPER 5
58

volume of the smaller cone from the volume of the whole cone; however, the solution
is not rounded to the nearest tenth as required. The response appropriately addresses
most, but not all aspects of the task.
Page 71
GUIDE PAPER 6
58

the task. The volume of the new object is calculated appropriately by subtracting the
volume of the smaller cone from the volume of the whole cone; however, early
rounding when using the Pythagorean Theorem to determine the value of x results in
an incorrect solution. The response contains an incorrect solution but provides sound
procedures and reasoning.
Page 72
GUIDE PAPER 7
58

This response demonstrates only a limited understanding of the mathematical
concepts in the task. The volume of the smaller cone is calculated correctly and
appropriately rounded to the nearest tenth; however, the volumes of the whole cone
and the new object are not addressed. The response addresses some elements of the
task correctly but is incomplete.
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concepts in the task. The volume of the smaller cone is calculated correctly; however,
early rounding when using the Pythagorean Theorem to determine the value of x
results in an incorrect value for the volume of the whole cone. The volumes are not
subtracted to determine the volume of the new object. The response addresses some
elements of the task correctly but provides faulty and incomplete reasoning.
Page 74
GUIDE PAPER 9
58

concepts in the task. The volume of the smaller cone is calculated correctly; however,
the volume of the new object is calculated directly by inappropriately using the
formula for the volume of a cylinder. The response addresses some elements of the
task correctly but provides faulty and incomplete reasoning.
Page 75
GUIDE PAPER 10
58

understanding of the mathematical concepts in the task. The volume of the whole
cone is calculated using an incorrect height and the volumes of the smaller cone and
the new object are not addressed.
Page 76
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mathematical concepts in the task. Although the value of x is correctly determined to
be 4, the volume of the new object is calculated directly by inappropriately using the
formula for the volume of a cylinder.
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Page 78
EXEMPLARY RESPONSE
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process
Page 79
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the task. The number of weeks it took Josie to earn $1000 more than Salvador is
calculated correctly using an appropriate equation.
Page 80
GUIDE PAPER 2
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determined correctly using an appropriate table listing the cumulative earnings for a
given week.
Page 81
GUIDE PAPER 3
59

calculated correctly by determining their weekly earnings and dividing $1000 by the
$50 per week difference in the earnings.
Page 82
GUIDE PAPER 4
59

the task. The amount of money each person earns per week is calculated correctly and
an appropriate trial-and-error process is described to determine the number of weeks
it took Josie to earn $1000 more than Salvador (substitute values for x to get $1,000
more for Josie than Salvador); however, the solution is incorrect. The response
appropriately addresses most, but not all aspects of the task.
Page 83
GUIDE PAPER 5
59

the task. The number of hours it took Josie to earn $1000 more than Salvador is
calculated correctly using an appropriate equation; however, this value is not
converted into weeks. The response appropriately addresses most, but not all aspects
of the task.
Page 84
GUIDE PAPER 6
59

the task. The number of days it took Josie to earn $1000 more than Salvador is
calculated correctly using trial-and-error; however, this value is converted into weeks
incorrectly. The response appropriately addresses most, but not all aspects of the task.
Page 85
GUIDE PAPER 7
59

concepts in the task. The number of weeks it took Josie to earn $1000 more than
Salvador is correctly identified; however, the work only includes the hourly and
weekly wages with no calculations shown to demonstrate how they or the solution
were obtained. The response contains the correct solution but the required work is
limited.
Page 86
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concepts in the task. An appropriate trial-and-error procedure is used to determine the
number of hours it took Josie to earn $1000 more than Salvador; however, Josie’s
hourly wage is calculated incorrectly. This error makes trial-and-error difficult as
carrying the error through causes the solution to no longer be an integer value of
hours: as a result the trial-and-error process is stopped at a difference of $1030.75
rather than $1000 exactly. In addition, the solution in hours is not converted into
weeks. The response addresses some elements of the task correctly but reaches an
inadequate solution based on faulty and incomplete reasoning.
Page 87
GUIDE PAPER 9
59

concepts in the task. The amount of money each person earns per week is calculated
correctly; however, these values are used incorrectly to determine the number of
weeks it took each person to earn $1000 rather than the number of weeks for Josie to
earn $1000 more than Salvador. The response reflects a lack of essential
understanding of the underlying concepts.
Page 88
GUIDE PAPER 10
59

understanding of the mathematical concepts in the task. Although Josie’s daily
earnings are calculated correctly, they are used incorrectly to determine the number of
days it took Josie to earn $1000 rather than the number of weeks for Josie to earn
$1000 more than Salvador. Salvador’s earnings are not addressed.
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mathematical concepts in the task. The correct solution is obtained using an obviously
incorrect procedure.
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Page 91
EXEMPLARY RESPONSE
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process
Page 92
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the task. A correct system of equations is provided and it is correctly solved to
determine the values of x and y.
Page 93
GUIDE PAPER 2
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Page 94
GUIDE PAPER 3
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Page 95
GUIDE PAPER 4
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the task. One correct equation is provided and the values of x and y are correctly
determined; however, a second equation is not provided to form a complete system of
equations. The response appropriately addresses most, but not all aspects of the task.
Page 96
GUIDE PAPER 5
60

the task. A correct system of equations is provided; however, one of the equations is
rearranged incorrectly when solving the system (x = 5y − 18 → 5y = x − 18), resulting
in an incorrect solution. The response reflects some minor misunderstanding of the
underlying procedures.
Page 97
GUIDE PAPER 6
60

the task. The system of equations provided is partially correct: the equation
y = −2x + 360 is missing a coefficient of 2 for the variable y. Although the system of
equations is incorrect, it is then solved correctly to determine the values of x and y.
The response contains an incorrect solution but provides sound procedures.
Page 98
GUIDE PAPER 7
60

concepts in the task. The values of x and y are correctly determined using trial-and-
error; however, the response does not provide a system of equations. The response
reflects a lack of essential understanding of the underlying concepts.
Page 99
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concepts in the task. A correct system of equations is provided; however, it is not
solved. The response addresses some elements of the task correctly, but is incomplete.
Page 100
GUIDE PAPER 9
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concepts in the task. A correct system of equations is provided; however, it is solved
incorrectly. The response addresses some elements of the task correctly, but reflects a
lack of essential understanding of the underlying concepts.
Page 101
GUIDE PAPER 10
60

understanding of the mathematical concepts in the task. Only one equation is provided
and it is incorrect. Although this equation is solved correctly for the value of y and the
value of x is correct based on the incorrect value of y, no work is shown for the
determination of the value of x.
Page 102
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understanding of the mathematical concepts in the task. The work contains only one
correct equation, x = 5y − 18, which is not used correctly in the rest of the work. The
work does not support how the correct solution was obtained.
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Page 104
EXEMPLARY RESPONSE
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Equation 2 ( y  2 x  5 ) OR Equation 4 ( y  x / 2 )
It is linear because the exponent is either 1 or 0 OR it is
written in y = mx + b form OR when graphed it makes a
straight line OR other valid response
Equation 1 ( y  2 x ) OR Equation 3 ( y  x 2  6 )
It is nonlinear because the variable is an exponent (Equation 1 only)
OR the exponent is not either 1 or 0 OR when graphed it does
not make a straight line OR other valid response
Page 105
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the task. Correct equations are chosen as linear and nonlinear and the choices are
appropriately justified.
Page 106
GUIDE PAPER 2
61

Page 107
GUIDE PAPER 3
61

Page 108
GUIDE PAPER 4
61

the task. Correct equations are chosen as linear and nonlinear and the choice for the
linear equation is appropriately justified; however, the explanations incorrectly refer
to the exponents as x-values. The response reflects some minor misunderstanding of
the underlying concepts.
Page 109
GUIDE PAPER 5
61

appropriately justified; however, the phrase “down and across” is a misstatement of
the slope, which for Equation 2 is positive rather than negative. The response reflects
some minor misunderstanding of the underlying concepts.
Page 110
GUIDE PAPER 6
61

the task. Correct equations are chosen as linear and nonlinear and the choice for the
linear equation is appropriately justified; however, although the explanation for the
nonlinear equation is conceptually correct it does not match the chosen equation:
Equation 1 does not contain a squared value. The response reflects some minor
misunderstanding of the underlying concepts.
Page 111
GUIDE PAPER 7
61

concepts in the task. Correct equations are chosen as linear and nonlinear; however,
the explanation “the equation is in a linear form” is not specific about what makes the
form linear. As written, the explanation “you can’t have a variable squared” implies
that nonlinear equations cannot contain squared variables rather than the statement
being a condition for linear equations. The response correctly addresses only some
Page 112
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This response demonstrates only a limited understanding of the mathematical concepts
in the task. A correct equation is chosen as linear and appropriately justified; however,
although the explanation for the nonlinear equation is conceptually correct, the chosen
equation is incorrect and is not accurately described by the explanation. The response
reflects a lack of essential understanding of how the graphical properties of linear
functions relate to their algebraic forms.
Page 113
GUIDE PAPER 9
61

This response demonstrates only a limited understanding of the mathematical concepts
in the task. Correct equations are chosen as linear and nonlinear; however, the
explanation for the nonlinear equation is incorrect and an explanation is not provided
for the linear equation. The response correctly addresses only some elements of the
task. Per Scoring Policy #1, the response should be fully considered even though some
of it is not written in the designated areas.
Page 114
GUIDE PAPER 10
61

mathematical concepts in the task. The equations chosen and explanations are
incorrect.
Page 115
61

understanding of the mathematical concepts in the task. Although a correct equation is
chosen as linear, the choice for the nonlinear equation is incorrect. The explanations
are incorrect and demonstrate no overall understanding of linearity.
Page 116

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8MA SLM-T

2017 Common Core

Scoring Leader Materials

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The slope of segment CA is BA ÷ CB = 1⁄3 and the slope of segment AD is

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